Calm Corner Designers: Building Our Classroom Oasis
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Calm Corner Designers: Building Our Classroom Oasis

Grade 2Social StudiesHealth3 days
In this project, second-grade students design a classroom calm corner to manage emotions and promote well-being. Students explore emotion identification, regulation strategies, and positive self-talk. They design a physical space with sustainable materials, incorporating elements that encourage emotional regulation and a growth mindset. The project culminates in a calm corner prototype and a collection of student-generated resources for emotional support.
Calm CornerEmotion RegulationPositive Self-TalkSustainabilityGrowth MindsetEmotional Vocabulary
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a calm corner that effectively manages emotions, promotes positive self-talk, and supports environmental sustainability in our classroom?

Essential Questions

Supporting questions that break down major concepts.
  • How can a calm corner help us manage our emotions?
  • What makes a calm corner effective?
  • How do our emotions affect our behavior and learning?
  • How can we design a calm corner that is good for the environment?
  • How can we create a calm corner that reflects positive self-talk and helps us develop a growth mindset?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and describe different emotions and their links to behaviors.
  • Students will be able to design a calm corner prototype that incorporates emotion-regulation strategies.
  • Students will be able to create positive self-talk prompts for inclusion in the calm corner.
  • Students will be able to identify and investigate strategies to respond to emotions, cultivate positive emotions and develop a growth mindset.
  • Students will be able to understand the importance of sustainability when obtaining materials and resources for the calm corner.
  • Students will be able to practice expressing basic emotions in different settings and to different people.
  • Students will be able to develop a toolkit of strategies to manage emotions in different situations.
  • Students will be able to understand that effort and persistence lead to success.

YCIS Life Skills and Wellness Curriculum Guide 2024

3LSW201
Primary
I can practice expressing basic emotions in different settings and to different peopleReason: Directly addresses emotion recognition and expression.
3LSW202
Primary
I can identify and describe my own feelings and those of others in conflict situationsReason: Addresses emotion identification and description, relevant to managing emotions in a calm corner.
3LSW203
Primary
I can identify emotions in different contexts (e.g. at school, at home)Reason: Addresses emotion identification in various settings.
3LSW204
Primary
I can identify how emotions are linked to behavioursReason: Addresses the connection between emotions and behavior.
3LSW205
Primary
I can practice different ways of expressing emotions, such as through drama or writingReason: Addresses strategies for expressing emotions.
3LSW206
Primary
I can develop a toolkit of strategies to manage emotions in different situations e.g. deep breathing, positive self-talkReason: Addresses strategies for managing emotions, including positive self-talk.
3LSW207
Primary
I can recognise and cultivate positive emotions in self and others e.g. feeling motivatedReason: Addresses the recognition and cultivation of positive emotions.
3LSW208
Primary
I can understand that effort and persistence lead to successReason: Addresses growth mindset.

Entry Events

Events that will be used to introduce the project to students

Emotional Rescue Scenarios

The teacher presents a series of scenarios depicting students experiencing different emotions (anxiety before a test, frustration with a difficult task, sadness after an argument). Students brainstorm how a calm corner could help in each situation, connecting specific design elements and emotion-regulation tools to address those needs. This activity directly links the project to real-life emotional challenges and encourages empathy and problem-solving.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Emotion-Behavior Short Stories

Students write short stories about characters experiencing different emotions and how those emotions influence their actions. They will explore healthy and unhealthy responses and identify potential strategies for managing difficult emotions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the 'Emotions Dictionary' and discuss how emotions can affect behavior.
2. Each student chooses three emotions from their dictionary.
3. For each emotion, students write a short story about a character experiencing that emotion and how it influences their actions.
4. Stories should include both positive and negative behavioral outcomes and at least one healthy coping strategy.

Final Product

What students will submit as the final product of the activityA collection of short stories demonstrating the link between emotions and behaviors, with identified coping strategies.

Alignment

How this activity aligns with the learning objectives & standardsAddresses YCIS Life Skills and Wellness Curriculum Guide 2024 - 3LSW204 (emotions linked to behaviors), 3LSW205 (expressing emotions through writing), and 3LSW206 (strategies to manage emotions).
Activity 2

Calm Corner Designer

Students design and create a model of a 'calm corner' incorporating specific design elements and emotion-regulation tools. This includes a floor plan, a list of materials, and a justification for each element's inclusion based on its ability to promote calm and positive emotions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of potential elements for a calm corner (e.g., comfortable seating, soft lighting, fidget toys, books, art supplies, positive affirmation posters).
2. Discuss how each element might help someone manage their emotions.
3. Students individually design their calm corner, either by creating a scaled model using craft materials or by drawing a detailed floor plan.
4. Students write a justification for each element included in their design, explaining how it promotes calm and positive emotions. They must consider the Form and Function of each element.

Final Product

What students will submit as the final product of the activityA scaled model or detailed drawing of a calm corner with a written justification for each design element and its connection to emotion regulation.

Alignment

How this activity aligns with the learning objectives & standardsAddresses YCIS Life Skills and Wellness Curriculum Guide 2024 - 3LSW206 (toolkit of strategies to manage emotions), 3LSW207 (cultivate positive emotions), and the YCYW Overarching Curriculum Concepts of form and function and creativity.
Activity 3

Positive Self-Talk & Sustainability Experts

Students create a series of positive self-talk prompts to be displayed in the calm corner. They also investigate the environmental impact of different materials used in the calm corner and propose sustainable alternatives.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the meaning and importance of positive self-talk and growth mindset.
2. Students generate a list of positive self-talk prompts related to common challenges faced by students (e.g., "I can ask for help," "Mistakes help me learn," "I am doing my best.").
3. Students research the environmental impact of common classroom materials (e.g., paper, plastic, paint).
4. Students propose sustainable alternatives for materials to be used in the calm corner (e.g., recycled paper, natural fabrics, non-toxic paints).

Final Product

What students will submit as the final product of the activityA collection of student-created positive self-talk prompts, along with a proposal for sustainable materials to be used in the calm corner.

Alignment

How this activity aligns with the learning objectives & standardsAddresses YCIS Life Skills and Wellness Curriculum Guide 2024 - 3LSW206 (positive self-talk), 3LSW207 (cultivate positive emotions), 3LSW208 (growth mindset), and the YCYW Overarching Curriculum Concepts of sustainability.
Activity 4

My 'Emotions Dictionary'

Students create an 'Emotions Dictionary' to expand their emotional vocabulary. This dictionary will include definitions, visual representations, and examples of situations where each emotion might be felt.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm a list of emotions as a class. Teacher can prompt with scenarios or feeling faces.
2. Each student selects 10 emotions from the brainstormed list.
3. For each emotion, students write a simple definition, draw a picture representing the emotion, and describe a situation where someone might feel that emotion.

Final Product

What students will submit as the final product of the activityA personalized 'Emotions Dictionary' with at least 10 different emotions defined, illustrated, and contextualized.

Alignment

How this activity aligns with the learning objectives & standardsAddresses YCIS Life Skills and Wellness Curriculum Guide 2024 - 3LSW201 (practice expressing basic emotions), 3LSW202 (identify and describe feelings), and 3LSW203 (identify emotions in different contexts).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Classroom Calm Corner Design Rubric

Category 1

Emotional Vocabulary

Assesses the student's ability to define, illustrate, and contextualize a range of emotions.
Criterion 1

Emotion Definitions

Accuracy and depth of definitions for each emotion.

Exemplary
4 Points

Provides accurate and insightful definitions for all emotions, demonstrating a sophisticated understanding of emotional nuances.

Proficient
3 Points

Provides accurate definitions for most emotions, demonstrating a thorough understanding of emotional concepts.

Developing
2 Points

Provides basic definitions for some emotions, but may lack detail or accuracy in certain areas.

Beginning
1 Points

Provides incomplete or inaccurate definitions, demonstrating a limited understanding of emotional concepts.

Criterion 2

Emotion Illustrations

Clarity and relevance of illustrations representing each emotion.

Exemplary
4 Points

Creates exceptionally clear and evocative illustrations that powerfully represent the essence of each emotion.

Proficient
3 Points

Creates clear and relevant illustrations that effectively represent each emotion.

Developing
2 Points

Creates illustrations that are somewhat relevant to the emotions, but may lack clarity or detail.

Beginning
1 Points

Creates illustrations that are unclear or poorly related to the emotions, demonstrating a lack of understanding.

Criterion 3

Contextual Examples

Relevance and depth of contextual examples provided for each emotion.

Exemplary
4 Points

Provides insightful and highly relevant contextual examples that demonstrate a comprehensive understanding of when and why each emotion might be experienced.

Proficient
3 Points

Provides relevant and appropriate contextual examples for each emotion, demonstrating a solid understanding of emotional experiences.

Developing
2 Points

Provides somewhat relevant contextual examples, but may lack depth or clarity in certain areas.

Beginning
1 Points

Provides irrelevant or superficial contextual examples, demonstrating a limited understanding of emotional experiences.

Category 2

Calm Corner Design

Focuses on the design and rationale behind the calm corner prototype.
Criterion 1

Emotion Regulation

Integration of emotion-regulation strategies into the design.

Exemplary
4 Points

Demonstrates innovative integration of diverse, highly effective emotion-regulation strategies, creating a design that is exceptionally conducive to managing and promoting positive emotions.

Proficient
3 Points

Demonstrates effective integration of appropriate emotion-regulation strategies, creating a design that supports managing and promoting positive emotions.

Developing
2 Points

Shows basic integration of some emotion-regulation strategies, but the design may lack coherence or effectiveness.

Beginning
1 Points

Demonstrates minimal integration of emotion-regulation strategies, resulting in a design that is ineffective in managing emotions.

Criterion 2

Design Clarity & Feasibility

Clarity and feasibility of the calm corner design (model or drawing).

Exemplary
4 Points

Presents an exceptionally clear, detailed, and feasible calm corner design that is aesthetically pleasing and highly functional.

Proficient
3 Points

Presents a clear and feasible calm corner design with attention to detail and functionality.

Developing
2 Points

Presents a somewhat clear calm corner design, but may lack detail or feasibility in certain areas.

Beginning
1 Points

Presents an unclear or poorly designed calm corner that is not feasible or functional.

Criterion 3

Design Justification

Quality and depth of justification for each design element.

Exemplary
4 Points

Provides insightful and comprehensive justifications for each design element, demonstrating a deep understanding of how each element promotes calm and positive emotions.

Proficient
3 Points

Provides clear and logical justifications for each design element, explaining how each element promotes calm and positive emotions.

Developing
2 Points

Provides some justifications for the design elements, but may lack depth or clarity in certain areas.

Beginning
1 Points

Provides weak or missing justifications for the design elements, demonstrating a limited understanding of their purpose.

Category 3

Sustainability & Mindset

Assesses the positive self-talk prompts and sustainable material choices for the calm corner.
Criterion 1

Positive Self-Talk

Relevance and effectiveness of positive self-talk prompts.

Exemplary
4 Points

Creates exceptionally relevant and powerful positive self-talk prompts that inspire a strong growth mindset and promote resilience in the face of challenges.

Proficient
3 Points

Creates relevant and effective positive self-talk prompts that encourage a growth mindset and promote resilience.

Developing
2 Points

Creates somewhat relevant positive self-talk prompts, but may lack impact or clarity in certain areas.

Beginning
1 Points

Creates irrelevant or ineffective positive self-talk prompts that do not promote a growth mindset.

Criterion 2

Sustainability Research

Thoroughness and accuracy of the environmental impact research.

Exemplary
4 Points

Conducts thorough and accurate research on the environmental impact of classroom materials, demonstrating a sophisticated understanding of sustainability issues.

Proficient
3 Points

Conducts accurate research on the environmental impact of classroom materials, demonstrating a solid understanding of sustainability.

Developing
2 Points

Conducts basic research on the environmental impact of classroom materials, but may lack detail or accuracy in certain areas.

Beginning
1 Points

Conducts limited or inaccurate research on the environmental impact of classroom materials, demonstrating a limited understanding of sustainability.

Criterion 3

Sustainable Alternatives

Creativity and feasibility of proposed sustainable alternatives.

Exemplary
4 Points

Proposes highly creative and feasible sustainable alternatives that are exceptionally environmentally friendly and practical for classroom use.

Proficient
3 Points

Proposes creative and feasible sustainable alternatives that are environmentally friendly and practical for classroom use.

Developing
2 Points

Proposes some sustainable alternatives, but they may lack creativity or feasibility in certain areas.

Beginning
1 Points

Proposes unsustainable or impractical alternatives, demonstrating a lack of understanding of sustainable practices.

Category 4

Emotion-Behavior Stories

Evaluates the short stories in terms of their portrayal of emotions, behaviors, and coping strategies.
Criterion 1

Emotion-Behavior Connection

Understanding of the connection between emotions and behaviors.

Exemplary
4 Points

Demonstrates a sophisticated and nuanced understanding of the complex interplay between emotions and behaviors, providing insightful examples and analysis.

Proficient
3 Points

Demonstrates a clear and thorough understanding of the connection between emotions and behaviors, providing relevant examples.

Developing
2 Points

Shows an emerging understanding of the connection between emotions and behaviors, but may lack detail or clarity in certain areas.

Beginning
1 Points

Demonstrates a limited understanding of the connection between emotions and behaviors, providing weak or irrelevant examples.

Criterion 2

Coping Strategies

Effectiveness of coping strategies demonstrated in the stories.

Exemplary
4 Points

Effectively showcases healthy coping strategies, providing strong examples of their effectiveness in managing difficult emotions and promoting positive behavioral outcomes.

Proficient
3 Points

Demonstrates effective coping strategies for managing difficult emotions and promoting positive behavioral outcomes.

Developing
2 Points

Shows some coping strategies, but their effectiveness may be limited or unclear.

Beginning
1 Points

Demonstrates ineffective or unhealthy coping strategies, failing to promote positive behavioral outcomes.

Criterion 3

Storytelling

Creativity and engagement in storytelling.

Exemplary
4 Points

Crafts exceptionally creative and engaging stories that captivate the reader and effectively illustrate the emotional experiences of the characters.

Proficient
3 Points

Crafts creative and engaging stories that effectively illustrate the emotional experiences of the characters.

Developing
2 Points

Tells stories that are somewhat creative, but may lack engagement or clarity in certain areas.

Beginning
1 Points

Tells uninspired or confusing stories that fail to effectively illustrate the emotional experiences of the characters.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of your emotions and the emotions of others evolved throughout this project?

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Question 2

What was the most challenging aspect of designing the calm corner, and how did you overcome it?

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Question 3

To what extent do you feel your calm corner design promotes emotional regulation and positive self-talk?

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Question 4

In what ways did you consider sustainability when selecting materials for your calm corner?

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Question 5

Which positive self-talk prompt that you created do you find most helpful, and why?

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